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a contentious one, dating back to at least the late 19th Century. Those who argue in support of
providing higher education to police suggest that it would open up career opportunities for
lower-ranking officers, as some departments allow employees with degrees to rise through the
ranks more than those who do not have them. An argument against the proposal is that police
work has not changed significantly enough from the Progressive Era, when such reforms were
first introduced, to mandate any amount of college. This paper will provide a brief history of
police training in the United States and Europe, followed by a proposal to train potential police
officers alongside a college education, as suggested by former Berkeley police chief August
Vollmer.
To understand the central question of whether police officers should receive a college
education, it is important to first review a history of police training in general. Training for police
officers first became prominent towards the end of the 19th Century in Europe. It was common in
the French Third Republic and the German Empire to recruit police officers from their respective
militaries, but civilians could apply as well. France opened early police training schools in Paris
in 1883, followed by similar institutions in Bordeaux and Lyons in 1898. Training typically
lasted from three to ten months, depending on the literacy of the candidates. Dictation, police
theory, and conversation were the most commonly taught subjects. Finland and Germany also
Similar training schools opened in the United States soon after. A state-wide facility in
Pennsylvania was established in 1906, and others soon followed: Detroit in 1911, New York state
in 1917, New Jersey in 1921. City-specific schools were run by the police departments of
Louisville, Cincinnati, Portland, Los Angeles, and Berkeley, although most were elementary
compared to European schools. (Brereton) Berkeley is particularly relevant because in the early
1920s, the chief of police August Vollmer, began impressive reform efforts regarding police
education, saying:
The first step in any plan to make our police departments more competent to control crime is keeping out
rather than the removal after they get in - of undesirable, incompetent, and mentally or physically unfit
persons from the police force, an unfit or incompetent policeman weakens the moral fiber of his associates
and at the same time destroys the confidence of the public in the department. The protective organization
suffers, and society always pays the bill when the 'policemen' of a community are dishonest, brutal, stupid,
Vollmer believed the pressing issue was that police work was seen more as a civil service
than a profession, and to that end he outlined several steps to reform police conduct in an
interview, but the most relevant one is his fourth: Establish preparatory and promotional courses
for policemen in colleges and universities. Brereton notes that around 1930, the quality of
police education varied widely based on an areas population: it was more accessible in large
cities, but it generally didnt exist at all in areas with a population of less than 10,000.
Administration, where he began enforcing his earlier goals. While his courses were open to
police officers already working, it was mainly concerned with college students interested in
becoming police officers. Vollmer taught this course until the spring of 1930 when he returned to
Berkeley.
It appears that, throughout the next decade, his ideas were beginning to take root. In
1935, J. Edgar Hoover, Director of the FBI, announced his plans for a university of police
However, some 30 years after Brereton published his report, a new study by Agnes L.
Baro and David Burlingame at Michigans Grand Valley State University states that only one
percent of law enforcement agencies at the local level require applicants to obtain a four-year
degree, and suggest that, since such reforms were first introduced during the Progressive Era,
police work has not changed significantly enough to warrant a college education. Citing the
militarization of police training, Baro and Burlingame assert that, even though federal funding,
particularly through the 1960s and -70s, increased for educating police officers at a college
level, administrators, their departments, and the public were satisfied with less. Additionally,
they observe that the United States Census Bureau did not list police as professionals, but as
Although we remain unconvinced that the essential role of the police has changed, the growing complexity
of police organizations and the rapid expansion of specialized, paramilitary units give rise to serious
concerns about the need for higher education, at least among the command staff. This, in turn, creates
concerns about degree completion, and about a need to more fully integrate police training with education.
To fully integrate training with education, they propose hiring qualified teachers in the
capacities of retreats, conferences, and faculty meetings, as opposed to just in the classroom or
academy. While Baro and Burlingame appear to be skeptical of the Vollmer reforms, or indeed
any broad restructuring of police training, it seems as though they appreciate the need for officers
be to follow the model of the (modern) British police: while a high school diploma, or
investigative or administrative careers will need to obtain at least a four-year degree. This will
encourage committed students to pursue high level courses and obtain a degree which will reflect
In this authors opinion, college-based police education and training should first start with
a year or twos worth of introductory courses, highlighting histories of criminology and police
training in general, starting with the aforementioned Franco-German model and progressing
towards modern methods, culminating in an introduction to the basics of police work, such as
writing reports, to be supervised by a local officer. The advanced portion of that degree will be
oriented more towards basic training, such as overviews of equipment use and maintenance,
Higher education for police officers has been a hotly contested question since such
options were first made available. Early police academies in Europe and the United States were
administered in a top-down manner similar to a military unit. Indeed, many candidates enrolled
from the military, but towards the end of the 19th Century and the early 20th Century, the general
public was also permitted to enroll, provided they met certain criteria. In the American
Progressive Era, August Vollmers proposed reforms gained support in the following decades,
leading to police departments nationwide to mandate some amount of college for candidates to
be accepted. It appears as though the best course of action for providing education for police
officers is to integrate it alongside a four-year degree in a related field such as forensics or law, to
Law Enforcement." Journal of Criminal Law and Criminology 11th ser. 52.1 (1961): 1-
Pagon, Milan, Bojana Virjent-Novak, Melita Djuric, and Branko Lobnikar. European Systems of
Police Education and Training. Rep. College of Police and Security Studies, Slovenia, 1996.
Baro, Agnes L., and David Burlingame. "Law Enforcement and Higher Education: Is There an
Impasse?" Journal of Criminal Justice Education 73rd ser. 10.57 (1999): 1-14. Web.